Teaching, Learning, and Teacher Education, Department of
Department of Teaching, Learning, and Teacher Education: Faculty Publications
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Document Type
Article
Date of this Version
8-2005
Citation
Educational Researcher 34:6 (August/September 2005), pp. 16-21; doi: 10.3102/0013189X034006016
Abstract
The question of what counts as good education research has received a great deal of attention, but too often it is conceived principally as a methodological question rather than an ethical one. Good education research is a matter not only of sound procedures but also of beneficial aims and results; our ultimate aim as researchers and educators is to serve people’s well‐being. For their research to be deemed good in a strong sense, education researchers must be able to articulate some sound connection between their work and a robust and justifiable conception of human well‐being. There is a good deal of history and convention against such a conception of researchers’ work. We need to consider the conditions needed if that conception is to be realized. Among the conditions is a concerted and cooperative endeavor for moral education among researchers and the people with whom they work—a context where questions of well‐being are foregrounded, welcomed, and vigorously debated.
Included in
Educational Assessment, Evaluation, and Research Commons, Social and Philosophical Foundations of Education Commons
Comments
Published by SAGE Publications on behalf of American Educational Research Association. Used by permission.